Research Question 2: Qualitative

Lack in laboratory
apparatuses can
negatively affect our
science process skills
because we cannot
perform some
experiments.

Impact of insufficient Insufficient

laboratory laboratory
There is a apparatuses to the apparatuses can
negative science process skills negatively affect
impact. of Junior and Senior the efficiency of
High School the experiement
students. and also our
scientific skills.

Students cannot
develop their
scientific skills if
they cannot
experience doing
experiements.

JUNIOR HIGH SCHOOL

The figures above shows the perspective of the respondents on the impact of insufficient laboratory

apparatuses to the science process skills. Figure 1.0 shows the perspective of the respondents of

junior high school to the impact of insufficient of laboratory apparatuses to their science process

skills and their response highlights the negative impact of insufficient laboratory apparatuses to

their science process skills as it can hinder them from doing experiments which can help with the

improvement of science process skills. Insufficient laboratory apparatuses hinders them from

experiencing and doing experiments which is a factor in the development of science process skills.

In developing science process skills, experimental learning (i.e. allowing students to physically

interact with objects) is required. Students must be engaged in activities and perform experiments

which they can experience a variety of science process skills (Mustafa, 2015). Students cannot
perform experiments if a facility such as a school laboratory or has an insufficient laboratory

apparatus. There can be experiments that is required for them to perform based from the teacher’s

curriculum guide but they cannot perform it because of the insufficient laboratory apparatuses.

Laboratories provide concrete experiences to substantiate the theoretical aspect that has been

taught (Mulela, 2015). Insufficient laboratory apparatuses can also affect the efficiency of an

experiment which can also affect the student’s science process skills. A laboratory with insufficient

measuring materials cannot perform experiments that requires measuring or have to opt for

alternatives and these alternatives can affect the results of the experiments and these alternatives

may not be efficient enough to enhance students’ science process skill, particularly in this example,

the skill in measuring. According to Omosewo (2006) a deeper understanding of the science

process can be achieved through laboratory activities, which encourages active participation and

serves to develop critical thinking. School laboratories cannot provide the students’ needs with

insufficient laboratory apparatuses as efficient science teaching needs well equipped laboratories

(Mulela, 2015). Lack in laboratory apparatuses can negatively affect students’ science process

skills as it hinders them from doing experiments that are too complicated to understand when only

taught in the class. Practical work or experiments was seen as both effective in terms of learning

and enjoyment of science (Petty, 2009). Effective in terms of learning experiments promotes

retention of the concept and develops the science process skills and critical thinking and enjoyment

as students confront their curiosity.

 We cannot practice and
enhance our science
process skills often if
there is a lack of
insufficient laboratory
apparatus.

Insufficient
laboratory Impact of insufficient
apparatus can laboratory Insufficient
result to lack of apparatuses to the laboratory
experience which science process skills apparatuses can
contributes to the of Junior and Senior result to low
development of High School science process
the science proces students. skill levels..
skills.

Limited number of
laboratory apparatuses
can result to lack of time
in performing an
experiment thus we
cannot predict what will
happen properly.

SENIOR HIGH SCHOOL

The figure above shows the perspectives of the Senior High school respondents to the

impact of insufficient laboratory apparatuses to their science process skills. This shows that

insufficient laboratory apparatuses have a negative impact to their scientific skill. Limited number

of laboratory apparatuses hinders them in finishing the experiment on time and thus they cannot

collect the data properly and make a comprehensive conclusion. Concluding or predicting is one

of the science process skills and they have to include their predictions in writing laboratory reports

by the end of the experiment and since they only have limited time in using an apparatus because

the apparatus is limited itself, they cannot record proper conclusions. Practical work encourages

accurate observation and careful recording to make a phenomena greatly real; to arouse and

maintain interest and promote logical reason (Watson, 2000). If students cannot perform

experiments because of insufficient laboratory apparatuses, they can have lower science process
skills because they do not have the chance to develop them. Although experiments conducted are

based from concepts taught inside the class, practical work provides students with better

understanding about the concept which they can use to construct knowledge as they go along as

opposed to experiencing it only through print material (Mulela, 2015). Experiments also increases

skill proficiency in many areas, including thinking abilities (Mulela,2015). Students also cannot

practice or enhance their science process skills because of the insufficient laboratory apparatus.

Development of science process skills is mainly hands-on work and thus they have to be

continuously exposed to this kind of activity to continuously enhance their skill and their overall

performance as stated by Usmani (2011), students with a lot of practical experience are much more

likely to perform well than those with limited practical skills. Hands on work also promotes the

development of cognitive abilities such as; problem solving, analysis, generalizing, evaluating and

decision making (Tilva, 2003 & Mafumiko, 2006) thus having a laboratory with sufficient

apparatus is important. Insufficient laboratory apparatus can result to lack of experience which

contributes to the development of their science process skills. Practical learning is essential for

developing skills of various kinds; manipulative, inquiry, investigative, organizational and

communicative (Mulela, 2015). Further research has also shown that science instruction needs to

consist of direct physical manipulation of objects, equipment and materials to be successful (Haury

& Rillero, n.d.). Wachanga & Mwangwi (2004) found out that teaching methods that allow

students to use hands, eyes, ears and mind in studying science subjects enhance effective learning

and students’ achievement more than the teacher centered methods. Motswiri (2004), indicates

that the aim of teaching science should reflect the following goals: provide concrete experiences

and ways to help students confront their misconceptions, provide opportunities for data
manipulations through their use of misconceptions and provide opportunities for developing skills

in logical thinking and organization.